ISSN Print: 2472-9450  ISSN Online: 2472-9469
International Journal of Psychology and Cognitive Science  
Manuscript Information
 
 
Differences in Developmental Education Enrollment and Reading Performance at Texas 4-Year Universities: A Multiyear, Statewide Study
International Journal of Psychology and Cognitive Science
Vol.4 , No. 1, Publication Date: Feb. 27, 2018, Page: 27-36
782 Views Since February 27, 2018, 327 Downloads Since Feb. 27, 2018
 
 
Authors
 
[1]    

Kimberly M. Priesmeyer, Department of Educational Leadership, Sam Houston State University, Huntsville, USA.

[2]    

John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA.

 
Abstract
 

In this investigation, the numbers and percentages of students enrolled in developmental education in reading at Texas 4-year universities were analyzed for the 2002-2003 through the 2009-2010 academic years. Determined in this analysis was whether numbers and percentages of students enrolled in developmental education in reading decreased or increased over time. Revealed in this analysis were statistically significant differences in the numbers and percentages for the 2002-2003 through the 2009-2010 academic years. The numbers and percentages of students enrolled in developmental education in reading decreased over this 8-year time period. Moreover, in the 2007-2008 academic year, over 70% of students in developmental education completed a college-level course in reading. Results, implications for policy, and recommendations for research were provided.


Keywords
 

Developmental Education, Reading, Texas, 4-Year Universities, College-Level Course Completion


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